OUTCOMES - Mississippi Department of Education

OUTCOMES

for

Intellectually Gifted Education Programs

2017

Carey M. Wright, Ed.D. STATE SUPERINTENDENT OF EDUCATION

Kim Benton, Ed.D. CHIEF ACADEMIC OFFICER

OFFICE OF ELEMENTARY EDUCATION AND READING

Nathan Oakley, Ph.D. EXECUTIVE DIRECTOR

Tenette Smith, Ed.D. BUREAU DIRECTOR

Robin Lemonis, M.Ed., CALT, LDT BUREAU DIRECTOR, Office of Intervention Services

Jen Cornett GIFTED EDUCATION SPECIALIST, Office of Intervention Services

The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the nondiscrimination policies of the above mentioned entities: Director, Office of

Human Resources, Mississippi Department of Education, 359 North West Street, P.O. Box 771, Suite 203, Jackson, MS 392050771, (601)359-3511.

Mississippi Department of Education 359 North West Street P. O. Box 771 Jackson, Mississippi 39205-0771 (601) 359-3511 ESE

2 OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS

ACKNOWLEDGEMENTS

The Mississippi Department of Education gratefully acknowledges the following individuals who worked to develop the Outcomes for Intellectually Gifted Education Programs 2017.

CONTRIBUTORS

Theresa Bates Teacher, Oxford

Svetlana Lucas Teacher, Lamar County

Lora Beasley Teacher, Lamar County

Emily Nelson Executive Director of Leadership Development, Desoto County

Michael Cox Teacher, Humphreys County

Melissa Pierce Past President, Mississippi Association for Gifted Children

Pam Dearman Literacy Coach, Harrison County

Jenny Reynolds Teacher, Madison County

Terry Gressett Teacher, Union County

Margaret Snider Retired Teacher, Jackson

Dr. Gail Hammond Retired Teacher, Rankin County

Dr. Royal Toy Associate Professor, Mississippi University for Women

Von Jackson Teacher, Gulfport

Donna Welborn Psychometrist, Jackson

Pam Keith Retired Teacher, Newton County

Sherry Willis Teacher, Tupelo

OUTCOMES SUB"COMMITTEE

Jennifer Martin Teacher, Rankin County

Carol Paola Mississippi Association for Gifted Children Executive Director Teacher, Long Beach

Laura McAlpin Teacher, Clinton

Connie West Gifted Program Coordinator, Vicksburg-Warren

Special thanks are given to the Mississippi Association for Gifted Children Executive Board and membership for their assistance in development and review on preliminary versions of this document.

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 3

Table of Contents

PR EFAC E ................................................................................................. 5 I NTR ODUC TI ON ..................................................................................... 7 OUTCOMES BY COMPETENCY................................................................ 8

Thinking Skills ................................................................................................ 9 Creativity ..................................................................................................... 12 Information Literacy .................................................................................... 16 Success Skills................................................................................................ 18 Affective (Social and Emotional) Skills ........................................................ 21 Communication Skills .................................................................................. 23 OUTCOMES BY GRADE LEVEL .............................................................. 26 Second Grade ............................................................................................. 27 Third Grade ................................................................................................. 31 Fourth Grade .............................................................................................. 35 Fifth Grade.................................................................................................. 40 Middle School ............................................................................................. 44

4 OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS

PREFACE

The 2013 Regulations for Gifted Education Programs document defines intellectually gifted children as those children and youth who are found to have an exceptionally high degree of intelligence as documented through the identification process. The purpose of Gifted Education Programs in Mississippi is to ensure that gifted children who demonstrate unusually high potential as described above are identified and offered an appropriate education based upon their exceptional abilities.

Gifted Education Programs in Mississippi shall be designed to meet the individual needs of gifted children and shall be in addition to and different from the regular program of instruction provided by the district. Gifted children require uniquely and qualitatively different educational experiences beyond those available in the general education setting. These educational experiences must address their asynchronous development by supporting cognitive, creative, and affective needs while helping them to realize abilities and maximize potential.

In order for intellectually gifted students in Mississippi to be challenged to reach their full potential, a well-defined set of outcomes/competencies for gifted education programs is essential. Gifted learners have the ability to demonstrate mastery/understanding and the ability to use the process skills outlined in the outcomes/competencies at a much younger age and in greater depth and breadth than non-gifted learners. While many of the outcomes/competencies established in this document are desirable for all students, the point of introduction, pace, depth, and complexity of instruction require significant differentiation for gifted learners.

The overreaching competency for intellectually gifted programs is metacognition, a process skill requiring mastery and use of many other process skills. Simply put, metacognition is "thinking about your own thinking." Students should be aware of the mental processes they utilize while engaged in learning. They also should learn to self-regulate and oversee their own learning in order to make changes as needed. This cognitive goal should be the primary focus in guiding metacognitive practices and gifted instruction.

Gifted learners need learning experiences that are rich. That is, they need learning experiences that are organized by key concepts and principles of a discipline rather than by facts. They need content that is relevant to their lives, activities that cause them to process important ideas at a high level, and products that cause them to grapple with meaningful problems and pose defensible solutions. They need classrooms that are respectful to them, provide both structure and choice, and help them achieve more than they thought they could. These are needs shared by all learners, not just those who are gifted. But good instruction for gifted learners must begin there.

Carol Ann Tomlinson, Ed. D. The University of Virginia

OUTCOMES for INTELLECTUALLY GIFTED EDUCATION PROGRAMS 5

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